The Problem: Electric energy produced by solar panels can be sold, at a very high price under the FIT and MicroFIT programs, to Ontario’s energy grid. Evaluate and prepare a proposal for a project to install an array of solar panels on the roof of your school. . Teacher Information: This problem can address the overall expectations of many different Science curriculum courses, including: . Grade 11 Environmental Science (U/C Prep), SVN3M · F1: Assess the impact on society and the environment of the use of various renewable and non-renewable energy sources, and propose a plan to reduce energy consumption. · F3: Demonstrate an understanding of energy production, consumption, and conservation with respect to a variety of renewable and non‑renewable sources. . Grade 11 Environmental Science (Workplace), SVN3E · D1: Evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their impact on personal lifestyles, social attitudes, and the environment. · D3: Demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non-renewable sources, and of various methods of energy conservation. . Grade 11 Physics (U Prep), SPH3U · D1: Analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact. · F1: Analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production. · F2: Investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems. . Grade 12 Physics (U Prep), SPH4U · C1: Analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures. . Grade 12 Physics (C Prep), SPH4C · D1: Analyse the development of selected electrical and electromagnetic technologies, and evaluate their impact on society and the environment. · D2: Investigate real and simulated mixed direct current circuits and the nature of magnetism and electromagnetism, and analyse related data. · E1: Evaluate the impact on society and the environment of energy-transformation technologies, and propose ways to improve the sustainability of one such technology. · E3: Demonstrate an understanding of diverse forms of energy, energy transformations, and efficiency. . Grade 12 Science (Workplace, SNC4E) · E1: Assess electrical hazards in the home and workplace, and the social and environmental impact of electrical technologies. · E2: Investigate common electrical devices, including their energy transformations and consumption. · E3: Demonstrate an understanding of electrical circuits, common electrical devices, and safety procedures related to electric systems. . In addition these Science curricula, the problem may be found to address many Math and Business curricula expectations, particularly involving Economics. It is anticipated that the lesson project will develop generally as described in the following paragraphs. For maximum effectiveness, the teacher should not lecture on any of these points, but rather, should guide the students in a way to assist them in discovering the points noted below. . The student will need to investigate and learn about the FIT (Feed-in-Tariff) and MicroFIT programs from the Ontario Power Authority (OPA). In the event that these programs have expired, the project may proceed as a “hypothetical” proposal under the assumption that the programs are still current. It is critical that the student discover that these programs offer to purchase energy on a 20year fixed contract price that is approximately 10 times the present cost of electrical energy. These terms make for an especially compelling reason to pursue such a project. At the same time, the issue offers the possibility for much discussion on the social factors. For example, “Why is our society in a position to be compelled to pay such an exorbitant rate for energy?”. Or, “Where will this lead us to in 20years?”. . The student will need to investigate solar panel technology. The students will need to discover that solar panels produce DC power, and that a device called an “inverter” is required to condition this power to AC, synchronized with the grid. This point offers plenty of opportunity to investigate real applications of electrical circuits and electrical power transformations. The connection of solar panels into an array will exercise the principles of serial and parallel potential difference elements. The inverter represents a significant capital cost item of this project. The panels, themselves, also represent a significant component cost. Another issue to be discovered is the program requirement for a certain amount of the project to be sourced from Canadian companies. . The economics of a solar project relate directly to the amount of energy that can be produced on an annual basis. The students will need to consider Geometry and Physics to plan an optimal layout of panels on the school roof, in order to maximize total effective panel area. Shadowing from trees or buildings can reduce the effectiveness of an array of solar panels to almost nil. This is particularly important at our latitude. The angle of solar incidence varies throughout the year, and offers a challenge to the students to tally this in their economic plan. A spreadsheet (eg Excel) solution is recommended. Data for average hours of sunlight (considering cloud cover and seasonal astronomy) is readily available from government websites. The student will need to discover these physical issues, as well as consider issues such as maintenance and snow removal. . Another issue to be considered is the structural capacity of the roof to support a solar panel system. The engineering physics of this problem is beyond the scope of high school curriculum, but it offers the opportunity to revisit the “Structures” units learned in earlier grades. At the very least, the students should learn that roof loads are transferred, through the roof framing, to the vertical structure at the walls, and down to the building foundations. This is an opportunity to review Forces and Static Equilibrium. Usually, roof trusses are visible in the gymnasium, and students should be encouraged to look at these to gain some appreciation of structural engineering. Students should discover that solar panel systems are available as “ballasted” or “framed” support; and these greatly affect the structural loading. Ultimately, for the project, the student will need to recognize that a budget would be allotted for professional structural and electrical engineering services. This is a good exposure to possible careers. It is noted that Durham College offers a program specifically in Renewable Energy, including solar systems, and this might be an ideal opportunity to explore various college programs. . Students should also learn about the issues of demand (base and peak) in electrical energy production, and recognize that the solar project is well suited to service peak demand. Solar projects are popularly described as systems that generate power for site demand, and sell only the excess to the grid. In fact, the economics of the MicroFIT program dictate that the entire amount of solar power generated be sold to the grid while continuing to purchase ‘regular’ grid power to service the site demand. Such a scheme is possible through strategic placement of the metering components in the system. The students will need to correctly embrace this strategy in order for their proposals to be economically viable. . The project should culminate with a “proposal” that either supports or rejects the project on substantiated economic bases. One option that exists for solar projects is to simply lease the roof space to a company that otherwise designs, installs, owns and manages the entire project for life. Students will do well to discover and explore this option. In general, a MicroFIT project can be economically viable, and it is possible that a well conceived class proposal could be forwarded to the school administration for serious consideration. Regardless, the opportunity to look at renewable energy systems from a very practical standpoint is the main objective of the student project.
Electric energy produced by solar panels can be sold, at a very high price under the FIT and MicroFIT programs, to Ontario’s energy grid. Evaluate and prepare a proposal for a project to install an array of solar panels on the roof of your school.
.
Teacher Information:
This problem can address the overall expectations of many different Science curriculum courses, including:
.
Grade 11 Environmental Science (U/C Prep), SVN3M
· F1: Assess the impact on society and the environment of the use of various renewable and non-renewable energy sources, and propose a plan to reduce energy consumption.
· F3: Demonstrate an understanding of energy production, consumption, and conservation with respect to a variety of renewable and non‑renewable sources.
.
Grade 11 Environmental Science (Workplace), SVN3E
· D1: Evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their impact on personal lifestyles, social attitudes, and the environment.
· D3: Demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non-renewable sources, and of various methods of energy conservation.
.
Grade 11 Physics (U Prep), SPH3U
· D1: Analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact.
· F1: Analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production.
· F2: Investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems.
.
Grade 12 Physics (U Prep), SPH4U
· C1: Analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures.
.
Grade 12 Physics (C Prep), SPH4C
· D1: Analyse the development of selected electrical and electromagnetic technologies, and evaluate their impact on society and the environment.
· D2: Investigate real and simulated mixed direct current circuits and the nature of magnetism and electromagnetism, and analyse related data.
· E1: Evaluate the impact on society and the environment of energy-transformation technologies, and propose ways to improve the sustainability of one such technology.
· E3: Demonstrate an understanding of diverse forms of energy, energy transformations, and efficiency.
.
Grade 12 Science (Workplace, SNC4E)
· E1: Assess electrical hazards in the home and workplace, and the social and environmental impact of electrical technologies.
· E2: Investigate common electrical devices, including their energy transformations and consumption.
· E3: Demonstrate an understanding of electrical circuits, common electrical devices, and safety procedures related to electric systems.
.
In addition these Science curricula, the problem may be found to address many Math and Business curricula expectations, particularly involving Economics.
It is anticipated that the lesson project will develop generally as described in the following paragraphs. For maximum effectiveness, the teacher should not lecture on any of these points, but rather, should guide the students in a way to assist them in discovering the points noted below.
.
The student will need to investigate and learn about the FIT (Feed-in-Tariff) and MicroFIT programs from the Ontario Power Authority (OPA). In the event that these programs have expired, the project may proceed as a “hypothetical” proposal under the assumption that the programs are still current. It is critical that the student discover that these programs offer to purchase energy on a 20year fixed contract price that is approximately 10 times the present cost of electrical energy. These terms make for an especially compelling reason to pursue such a project. At the same time, the issue offers the possibility for much discussion on the social factors. For example, “Why is our society in a position to be compelled to pay such an exorbitant rate for energy?”. Or, “Where will this lead us to in 20years?”.
.
The student will need to investigate solar panel technology. The students will need to discover that solar panels produce DC power, and that a device called an “inverter” is required to condition this power to AC, synchronized with the grid. This point offers plenty of opportunity to investigate real applications of electrical circuits and electrical power transformations. The connection of solar panels into an array will exercise the principles of serial and parallel potential difference elements. The inverter represents a significant capital cost item of this project. The panels, themselves, also represent a significant component cost. Another issue to be discovered is the program requirement for a certain amount of the project to be sourced from Canadian companies.
.
The economics of a solar project relate directly to the amount of energy that can be produced on an annual basis. The students will need to consider Geometry and Physics to plan an optimal layout of panels on the school roof, in order to maximize total effective panel area. Shadowing from trees or buildings can reduce the effectiveness of an array of solar panels to almost nil. This is particularly important at our latitude. The angle of solar incidence varies throughout the year, and offers a challenge to the students to tally this in their economic plan. A spreadsheet (eg Excel) solution is recommended. Data for average hours of sunlight (considering cloud cover and seasonal astronomy) is readily available from government websites. The student will need to discover these physical issues, as well as consider issues such as maintenance and snow removal.
.
Another issue to be considered is the structural capacity of the roof to support a solar panel system. The engineering physics of this problem is beyond the scope of high school curriculum, but it offers the opportunity to revisit the “Structures” units learned in earlier grades. At the very least, the students should learn that roof loads are transferred, through the roof framing, to the vertical structure at the walls, and down to the building foundations. This is an opportunity to review Forces and Static Equilibrium. Usually, roof trusses are visible in the gymnasium, and students should be encouraged to look at these to gain some appreciation of structural engineering. Students should discover that solar panel systems are available as “ballasted” or “framed” support; and these greatly affect the structural loading. Ultimately, for the project, the student will need to recognize that a budget would be allotted for professional structural and electrical engineering services. This is a good exposure to possible careers. It is noted that Durham College offers a program specifically in Renewable Energy, including solar systems, and this might be an ideal opportunity to explore various college programs.
.
Students should also learn about the issues of demand (base and peak) in electrical energy production, and recognize that the solar project is well suited to service peak demand. Solar projects are popularly described as systems that generate power for site demand, and sell only the excess to the grid. In fact, the economics of the MicroFIT program dictate that the entire amount of solar power generated be sold to the grid while continuing to purchase ‘regular’ grid power to service the site demand. Such a scheme is possible through strategic placement of the metering components in the system. The students will need to correctly embrace this strategy in order for their proposals to be economically viable.
.
The project should culminate with a “proposal” that either supports or rejects the project on substantiated economic bases. One option that exists for solar projects is to simply lease the roof space to a company that otherwise designs, installs, owns and manages the entire project for life. Students will do well to discover and explore this option. In general, a MicroFIT project can be economically viable, and it is possible that a well conceived class proposal could be forwarded to the school administration for serious consideration. Regardless, the opportunity to look at renewable energy systems from a very practical standpoint is the main objective of the student project.